Effects of Verbal Encouragements on Selected Measures of Physical Fitness and Subjective Effort Perception in Young High School Students

Abstract

: This study aimed to examine the effects of verbal encouragements (VE) on linear sprint speed, jump height, change of direction (CoD) speed, and subjective perception of effort among high school students. Twenty-three high school male students volunteered to participate in this study (age = 19.70 ± 1.06 years). Participants were evaluated during two separate sessions (first session with VE and second session without VE) in a randomized order. The teacher provided VE during each physical test. Jump height [squat jump (SJ), countermovement jump (CMJ), five jump test (FJT)], linear sprint speed (10-m and 30-m sprint), and CoD speed (30-m with CoD) were performed during the two sessions. The rating of perceived exertion (RPE) was recorded after each session. Results indicated that VE induced moderate but sig-nificant improvement in 10-m (ES = 0.71, P = 0.023) and 30-m (ES = 0.76, P = 0.016) sprint speed. However, the 30-m sprint with CoD did not change across conditions (P > 0.05). For jump tests, significant moderate-to-large increases were observed under the VE compared with the non-VE condition (ES = 0.65 to 0.90; P = 0.005 to 0.037). Findings showed a large increase in effort perception following VE compared to the non-VE condition (ES = 1.54, P < 0.001). In conclusion, the findings of this study indicated that VE has a positive impact on measures of physical fitness but increases effort perception.

Effect of Verbal Encouragement on Performance and Affective Responses in Male Sport Science Students during Sprint Modalities

“…In other words, the lack of significance of RPE values could be explained by the fact that VETS and VESS play a role in distracting sensory and physical signals during exercise. However, the result of the present study diverges with previous studies which reported that the psych-physiological characteristics of football players can be influenced by the presence of a physical education teacher (i.e., VE) [ 2 , 16 , 19 ]. For example, Selmi et al [ 3 ] discussed the value and efficacy of VE in raising internal intensity during repeated agility speed training (RAS).…”

“…Research on affective valence is increasingly using the FS, which measures the positive affective response induced by participating in a certain activity [ 16 , 35 , 36 , 37 ]. In this investigation, the perceived positive affective score, which was assessed following the VETS condition, was higher than the scores that decelerated following the VESS and control conditions.…”

“…A physical education teacher’s verbal encouragement (VETS) is considered an external motivator that positively impacts physical commitment, engagement, and exercise desire [ 3 ]. Research indicates that the physical and affective demands of physical activity, particularly briefs efforts, are increased when physical education teachers provide motivation [ 16 ]. Furthermore, favorable emotional reactions and increased intensity may be associated with the motivation derived from training activities [ 17 ].…”

Peer Verbal Encouragement Is More Effective than Coach Encouragement in Enhancing CrossFit-Specific 1-RM Strength, Functional Endurance, and Psychophysiological Assessment Performance

“…Consequently, these authors advocate for the utilization of VE to enhance sports and motor performance. According to several studies, PVE and CVE have been shown to have positive effects on physical performance and motivation [ 28 , 29 , 30 ]. These tools are crucial for improving the teaching-learning process and motivating athletes during physical exercise [ 28 ].…”

Adaptation of the International Fitness Scale and Self-Perceived Health-Related Physical Fitness Questionnaire into Turkish

“…Some of these challenges include the time-consuming nature of the testing process and the unavailability of suitable locations with the required characteristics due to various geographical, social, and economic reasons. On the other hand, the results of performance tests may be affected by the internal and external motivational factors of the athlete being tested, as well as the gender of the tester, and somatic characteristics may be affected [ 11 ]. In addition, although it is thought that the physical fitness levels of healthy individuals and the performance test results will be parallel, individuals who are underweight can also perform better than those with overweight/obesity, similar to individuals with a normal body weight [ 12 ].…”